ABSTRACT
This chapter depicts the dilemmas of teacher development during the national curriculum reform of senior secondary education (SSE) in China. The sources of these dilemmas will be analyzed, and the influence on and implications for teacher development and curriculum implementation will be discussed. As Zhu points out, teacher development cannot succeed isolated from education reform, or without policy support, because teacher change needs contexts and conditions. Meanwhile, education reform cannot succeed without teachers' involvement and their successful professional growth. The study reports in the chapter investigated the dilemmas that influenced teacher development and curriculum implementation during the national SSE curriculum reform in China. The existence of various dilemmas in curriculum reform indicates that teacher change in curriculum reform may be a slow and complicated process. It is reasonable to find a mixture of old and new in teachers' behavior during the implementation of curriculum reform, the 'wearing new shoes to walk the old road' referred to earlier.
